B 695 
P2 P4 
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P^ 






FEACMERS 
MANVAL5 



No. 20. <?i 

C 



(^iy, 



DAVIDP. PAGE: v^ 

HIS LIFE AND TEACH- 
INGS. 




BY 



WILLIAM F. PHELPS, A.M. 



Copyright 1892. 



EL-KELLOGG-e/'Co 

^fEwyoRK • e/- Chicago 





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DAVID P. PAGE: 



His Life and Teachings. 



BJ^A..- 



WILLIAM F. PHELPS, A.M 






NEW YORK AND CHICAGO 

E. L. KELLOGG & CO. 

1892. 




> T-, 



Copyright, 1892, 

By E. L. KELLOGG & CO. 



DAVID P. PAGE. 



PREFACE. 



The Albany Normal School was not founded by the 
people : it was the work of the most thoughtful men of 
the State. In establishing it the Legislature followed the 
advice of such men as Kev. Dr. Alonzo Potter, Francis 
Dwight, John C. Spencer, Gideon Hawley, Col. Samuel 
Young, Calvin T. Hulburd, and others of that stamp. 
The " Academy interest ^' urgently prompted a repeal of 
the law, but the school had been established for five 
years; and before that time the pupils sent out by David 
P. Page had demonstrated the wisdom of the step taken, 
and opposition slowly subsided. 

The success of the school turned on the success of the 
first graduates : they went forth determined to redeem 
education in New York ; they were inspired to do some- 
thing far higher than " keep a school ; " they felt their 
mission was to exhibit to the people the school as it 
should be. 

Mr. Page was peculiarly successful in drawing around 
him men and women capable of receiving his inspira- 
tion. The work done by the early graduates, when 
looked at after the lapse of nearly fifty years, appears 

3 



4 PREFACE, 

extraordinary. In the first class that assembled under 
Mr. Page came William F. Phelps, from Cayuga County, 
the writer of this biography. The keen eye of his 
teacher penetrated to the very soul of the young man, 
and he prophesied to one of his assistants, " There is a 
young man who will make his mark" — a prophecy that 
has been abundantly fulfilled. After graduating, from 
1846-52 Mr. Phelps was at the head of the Training 
School, then for the first time established in connection 
with a Normal School; from 1855-64 he was Principal 
of the New Jersey State Normal School; from 1864-76 
he was Principal of the Minnesota State Normal School 
at AVinona; from 1876-8 President of the Wisconsin 
State Normal School at Whitewater. These indicate 
but a part of the educative work done by this pupil and 
biographer of Mr. Page. 

At the time Mr. Page entered on his work in New 
York State only the dynamic effect on our shores of the 
great Pestalozzian wave had been felt : the " car had 
been turned around " or was turning around, but the 
great need was of light on educational philosophy. Mr. 
Phelps, as the head of the Training-school, was obliged 
to supply reasons for the processes employed in the 
schoolroom; for the students at the Normal School 
were taught to ask the " ominous why ? " The old 
mechanisms of the schoolroom were to be thrown away, 
but what was to take their place ? There was need of 
one having a philosophical yet inventive mind; possess- 
ing didactical, yet arousing and inspiring qualities; 
especially was it necessary that the new gospel of Pesta- 
lozzi should be interpreted and fitted to the American 



PREFA CE. 5 



schoolrooms. This work devolved upon Mr. Phelps. 
He entered upon it with no text-book for guidance, 
except the reports of Horace Mann on the schools he 
had visited in Europe where the ideas and methods of 
Pestalozzi had been adopted. From the Model School 
over which he presided, and from his lectures, the grad- 
uates obtained a grasp of the philosophy of education; 
they became educators. 

The work of Mr. Phelps was, therefore, largely put- 
ting into philosophical form Avhat Mr. Page intuitively 
felt ought to be done in the schoolroom, and harmoniz- 
ing it with the accounts that came across the ocean of 
those who had studied the ways of the great Swiss 
teacher. His six years of work in the Albany Normal 
School were devoted to what we now term Pedagogics, 
a term then unknown, and the new form that education 
took on in the schools of the State was largely due to 
his indefatigable labors. 

I entered the school in the summer of 1850, and grad- 
uated in March 1851. I found the atmosphere filled 
with reverence for Mr. Page. Teaching was not under- 
taken as a business, but as a duty; the students came 
to learn to do it rightly. It was universally recognized 
that Prof. Phelps possessed unrivalled powers to make 
plain the underlying principles of education. I felt 
then, and have felt every year since, that the young men 
and women who came into the " Experimental School " 
(for so the Training Department was called in those 
days) were most fortunate to have such a teacher. In 
1852 I was called on to succeed Prof. Phelps; over and 
over again before the Senior Class of that school or 



6 PRE FA CE. 

before teachers at institutes or before the readers of the 
" School Journal," the " Teachers^ Institute and the 
Professional Teacher " (now '^ Educational Founda- 
tions"), I have recalled his eloquent words, of which I 
took voluminous notes; and now embrace the oppor- 
tunity to return the thanks of a grateful pupil. 

Amos M. Kellogg. 
New York, June 1893. 



DAVID PERKINS PAGE. 



Early History. — David Perkins Page was born at 
Epping, New Hampshire, July 4, 1810, and died at 
Albany, New York, January 1, 1848, at the early age of 
thirty-seven years and six months. His father was a 
farmer in moderate circumstances, and the earlier years 
of the son were passed in the health-giving employment 
of rural life in the old Granite State, which, however 
unlavish in bringing forth the kindly fruits of the earth, 
has produced many noble men, who have adorned the 
history of their country by valiant service in behalf of 
its civil and educational interests. 

Even while a boy David Page exhibited a strong love 
for learning and intellectual pursuits, often importuning 
his tidh^.Y for a chance to gratify his desire through the 
advantages of a school. But for some time this pre- 
cious privilege was denied him, because the parent had 
other objects in view, being determined to prepare the 
son for the humble life of a New England farmer, that 
he might succeed him in the possession of the maternal 
homestead. There was therefore a struggle between 
them which was earnest and long-continued. 

7 



DAVID PERKINS PAGE. 



A Crisis. — At length, at the age of sixteen years, the 
son was attacked by a dangerous illness. For a time he 
was apparently trembling between life and death, and 
the hope of recovery was almost abandoned. At this 
critical juncture, when, if ever, the parental heart would 
be opened to the appeals of affection, the pale and pros- 
trate son extorted a promise from his father that if he 
recovered he should go to a neighboring academy and 
prepare himself for the duties of a teacher. 

A Heroic Purpose. — One scarcely knows whether most 
to admire the sublime heroism that in an hour like this 
could rise above the pangs of present pain or the fear of 
death, and grasp at the hope of future usefulness and 
the solid pleasures that learning confers, or smile at the 
ingenious stratagem which overthrew the citadel of pa- 
rental prejudice, and overcame every obstacle to the 
realization of a long-cherished and noble purpose. Prob- 
ably no incident of his life so palpably exhibits the'great 
secret of the success that crowned his efforts — an ardent 
longing to be a moving force upon and among others of 
his race, which even the menace of death could not 
destroy. 

Begins His Education — An Episode. — Recovering at 
length, he was, according to promise, allowed to begin his 
education, and accordingly entered Hampton Academy. 
" Here," says Horace Mann, " he encountered, for the first 
time in his life, that feeling so common and yet so con- 
temptible, which assigns social rank and estimation not 
according to moral and intellectual worth, but to the 
cloth one can afford to buy, or to the tailor one employs. 
He was dressed in the plain garb of a farmer's boy. He 



DAVID PERKINS PAGE. 



met at the Academy specimens of that class of young 
men upou the texture and style of whose garments 
their parents had expended their money and skill, but 
had reserved none for the refinement and elevation of 
thei,r minds. Polished on the outside, they were the 
rudest of boors within; gentlemen only so far as an ape 
or a swine might be called a gentleman if arrayed in 
fine linen, hroadcloth, or silk; whose bodies may live in 
a palace, but whose souls grovel in a sty. To their gibes 
and jeers he was subjected, and doubtless his mind here 
got what Paley calls 'a holding turn' — an unspeakable 
contempt for the pretensions that are founded on wealth 
or habiliments, and a profound religious respect for 
moral worth."' 

His First School. — Having spent a few months at 
Hampton, David Page ventured upon the experiment 
of his first school. We have no account of his success 
in this the earliest attempt at the chosen work of his 
life, save from the few casual remarks occasionally made 
by himself to his intimate friends. During these early 
efforts, in the light of his later and riper experience, he 
would naturally be inclined to underrate their value. 
Deeply imbued as he was, however, even at this period, 
with an unquenchable love for his calling, it may be 
safely assumed that he did naught knowingly " to mar 
the handiwork of God.'' 

Returns to the Academy. — Having completed the term 
of his first school, he re-entered the Academy, still bent 
upon perfecting his qualifications for his chosen work. 
The entire period spent at the Academy was less than 
one year. Having embraced the profession of teaching 



lO DAVID PERKINS PAGE. 

as a permanent calling, however, lie taught district- 
schools for two successive winters at Epping, New 
Hampshire, and Newbury, Mass., respectively. The 
common schools of New England at this time were 
in session but three months during the season Having 
closed his engagement at Newbury, therefore, he opened 
a private school at the same place, having on the first 
day but five pupils, but closing the term with a full com- 
plement, thus demonstrating his fitness in the eyes of 
the people for the work he had undertaken. 

A Close and Laborious Student. — Although now de- 
barred from the privileges of the Academy, and borne 
down with the exacting duties of the schoolroom, yet 
he did not relax his efforts to improve his scholarship, 
nor allow his powers to " rust out unused,^^ but applied 
himself most assiduously to study, keeping in advance 
of his classes in those branches which were new to him- 
self, and enriching his mind with those stores of " eollat- 
eral " knowledge, concerning which the friends of his 
later years have heard him so frequently and earnestly 
speak. Thus by his persevering attention to study and 
enthusiastic devotion to duty he greatly increased his 
reputation by actual merit, and at the age of twenty-one 
(five years from his entry into Hampton Academy as a 
student) he became associate principal of the Newbury- 
port High School, having in charge the English depart- 
ment. 

Of the memories and associations clustering around 
his connection with this school he ever spoke in terms 
of the warmest enthusiasm. The experience here ac- 
quired seems to have been of the most varied and valu- 



DAVID PERKINS PAGE. IX 

able character, and his subsequent addresses to teachers 
were often enriched with incidents and illustrations of 
school life drawn from this source. To his associate 
principal he was attached with a devotion which none 
but noble, generous, and unselfish hearts can feel. The 
testimony of his associate after his lamented death was 
expressed in these words : " Our connection was inti- 
mate, long continued, and uniformly pleasant. I think 
we never had a difference of opinion in regard to school 
arrangements or regulations, and every plan we adopted 
was the result of consultation between us." 

His Frank and Manly Character. — The character of 
Mr. Page for frankness, honesty, and straightforward- 
ness, as well as his hatred of fraud, and the secret trick- 
ery by which sordid, ignoble, and unworthy souls seek 
to live and prosper, was most strikingly illustrated in the 
following incident, related by Horace Mann : 

While principal of the Newburyport High School, the 
author of a series of school-books laid a plan to ensnare 
Mr. Page, and secure his influence in favor of their in- 
troduction into the Newburyport schools. Supposing 
that Mr. Page would be actuated by mercenary motives 
like himself, he approached him on the side of acquisi- 
tiveness. Being a member of a school committee which 
gave much higher salaries to masters than Mr. Page was 
receiving, he used the lure of promotion to a better re- 
warded field of labor. He represented to Mr. Page that 
a vacancy was about to occur which he, the bookmaker, 
could probably fill with his own nominee, and in flatter- 
ing terms proffered his influence to Mr. Page in favor 
of the successorship. But at the close of this disinter- 



12 DAVID PEkkms PAGE. 



ested interview was a pregnant suggestion that before 
the transfer from the old to the new position Mr. Page 
should secure the adoption of the aforesaid author's 
books in the schools of the town he was to leave. This 
opened his eyes. On inquiry he found that no such 
vacancy was about to occur, and that the whole train of 
inducements which had been set before him was a fabri- 
cation, having no other object than to suborn his influ- 
ence in favor of the books in question. "More than 
once," says Mr. Mann, " have I heard Mr. Page express 
his scorn and detestation of this piece of knavery, with 
the hope that the time might some time come when, at 
some meeting of the friends of education, in the presence 
of the culprit himself, he might have an opportunity to 
recount these facts and publicly fasten their infamy upon 
their author.'' 

From Newburyport to Albany. — Mr. Page's connection 
with the Newburyport High School continued for a 
period of twelve years. He was thus acquiring that rich 
store of experience needed to prepare him for a higher 
and still more responsible position. While in the High 
School he was associated with that grand movement led 
by Horace Mann for the regeneration of the public 
schools through the establishment of normal schools, 
teachers' institutes and associations. He took an active 
part in the discussion of educational problems, and in 
the reforms needed to raise the schools from the extreme 
depression of those times. 

The Movement in New York. — The Empire State had 
been making unsatisfactory experiments in the direc- 
tion of training teachers. The need of training had 



DAVID PERKINS PAGE. 1 3 

been universally admitted, it is apparent. To meet this 
need teachers' classes in academies had been established 
through a long series of years, but they had not yielded 
an appreciable benefit to her common schools; so 
the State at length resolved through her Legislature 
upon a trial of a teachers' seminary. Her leading 
minds had come fully to acquiesce in the sentiment 
that " as is the teacher so is the school ;" and believing 
that teachers, like lawyers, doctors, and divines, need 
special preparation, they sought earnestly for an efficient 
method of solving the problem. The experiments 
already tried had involved immense expenditures and 
had progressed through a period of ten years, and yet 
had proved of little or no benefit. 

Establishment of a Normal School. — An able com- 
mittee was appointed by the Legislature of 1844 to 
investigate and report upon the expediency of establish- 
ing a " Normal School, for the instruction and practice 
of teachers in the science of education and the art of 
instructing the young." This committee, after a care- 
ful personal inspection of the ^Normal Schools of 
Massachusetts, made an able report in favor of such an 
institution as an experiment for five years. The report 
having been favorably received, a bill was promptly 
passed by a large majority of both branches of the Legis- 
lature, and authorizing an appropriation of 110,000 a 
year for five years for its support. An executive com- 
mittee was also authorized to be chosen by the Regents 
of the University for the care and supervision of the 
school. 

Selects Mr. Page as Principal. — This committee^ con- 



14 DAVID PERKINS PAGE. 

sisting of such men as Colonel Samuel Young, Bishop 
Alonzo Potter, Francis Dwight, and others, then held 
most earnest consultation and made most earnest inquiry 
for the right man to place at the head of such an insti- 
tution. As Horace Mann had declared that Normal 
Schools were indispensable to elevate teaching from the 
degraded state into which it had fallen, consequent upon 
the practice of admitting as teachers all who possessed 
the merest rudiments of scholarship, they sought his 
advice in their efforts to find a man who had just con- 
ceptions of teaching, and who could impart them to 
others. Mr. Mann unhesitatingly placed the name of 
Mr. Page before the committee as the ablest and fittest 
man for this important place. Correspondence was 
accordingly opened with him. In reply to the first 
communication he addressed numerous inquiries to the 
committee touching the plan of organization, manage- 
ment, and other details, that were so pointed, well 
chosen, and appropriate, that Colonel Young at once 
exclaimed, before the reading of the repl}^ was finished, 
" That is the man we need," and expressed himself as 
entirely satisfied without further evidence as to his pre- 
eminent qualifications for the important position. The 
selection of the right man as the guiding genius of the 
new institution was, however, deemed to be so essential 
to its welfare and success that Rev. Dr. Potter was com- 
missioned to visit Mr. Page at his home in Newburyport, 
and satisfy himself by a personal interview of his fitness 
for the high duties to be devolved upon him. Calling 
at the residence of Mr. Page Rev. Dr. Potter found him 
in his working-day suit, engaged in some mechanical 



DAVID PERKINS PAGE. 1 5 

work connected with the improvement of his dwelling. 
The doctor was so prepossessed with the personal 
appearance, dignified bearing, and conversation of the 
stranger that a single half-honr's conversation sufficed to 
satisfy him; and as authorized by his associates on the 
committee, he closed the negotiation that secured the 
services of one who gave to the Normal School such a 
character and standing for usefulness, efficiency, and 
influence, as converted a doubtful experiment into an 
established fact, long before the period of probation had 
expired. 

Enters on his New Field of Labor. — Mr. Page took 
leave of his charge at Newburyport near the middle of 
December, 1844, amid the most flattering demonstrations 
of gratitude and affectionate regard from those to 
whom he had been instructor, counsellor, and friend. 
Arriving at Albany but a few days before the date desig- 
nated for the commencement of the Normal School, he 
found everything in a state of utmost confusion. The 
rooms for its accommodation yet resounded with the 
noise of the carpenters' tools. There was no plan of 
organization; no books, apparatus, or other appliances 
of instruction necessary to the successful operation of a 
school looked upon with hope and yet with fear and 
trembling by a few, with distrust and opposition by 
many. At a glance his quick and penetrating eye per- 
ceived the magnitude of the task before him, and he 
applied himself to the work with all the earnestness and 
industry that so eminently distinguished his brief and 
glorious career. Order soon sprang out of confusion, 
form and comeliness out of chaos, life and animation 



1 6 DAVID PERKINS PAGE. 



out of passivity and dulness. The first term of twelve 
weeks began with less than twenty-five pupils, and closed 
with nearly a hundred. So marked and favorable, how- 
ever, was the impression made during this short space 
of time, that at the beginning of the second term, in the 
spring of 1845, the number of students increased to 
nearly two hundred. 

Devotion to Duty. — Mr. Page seemed to realize his 
responsibility with all the keenness of a truly conscien- 
tious and sensitive nature. No duty was left unper- 
formed. Every interest connected with the welfare of 
his charge was watched and guarded. He labored in 
season and out of season to secure a liberal and enlight- 
ened appreciation of the special objects and true aims 
of the Normal School by his pupils and the public. 
Not content with the faithful fulfilment of his obliga- 
tions as a teacher in the schoolroom, when evening 
came he visited his flock, encouraged the weak and 
disheartened, mildly reproved the wayward, and min- 
istered to the sick and afflicted. He seemed to regard 
his school as his family, and felt it incumbent upon 
himself to watch over their physical and moral well- 
being, as well as their intellectual progress. His pupils 
in return looked up to him as a father, a wise counsellor, 
and unselfish friend, upon whom they might safely rely. 
It rarely falls to the lot of many teachers to win so fully 
and unreservedly the confidence, esteem, and affection 
of their students as did this noble man. 

Looked Broadly at Education. — Standing thus at the 
head of the new experiment in New York State, Mr. 
Page became identified with the advancement of educa^ 



DAVID PERKINS PAGE. 1 7 

tion at large in the entire State. He realized that if the 
wisdom of the establishment of the normal school was 
to be vindicated, the public mind must be informed and 
educated ; the people must be brought up to understand 
it and support it. To this end his vacations were 
largely spent in attendance upon teachers' institutes. 
His eloquent voice was raised at the associations aiid 
conventions of the friends of education whenever an 
opportunity was presented for striking a blow in behalf 
of the cause of an enlightened training of the teacher 
for his high office. During the autumn vacation of 
1847 he felt he had gained the ear of the public; he 
convinced all who heard him that the public school was 
worthy the expenditure of fostering care and the em- 
ployment of teachers possessing special fitness. To 
present these then novel thoughts he worked incessantly, 
travelling from county^to county, from institute to insti- 
tute, delivering frequently from four to five lectures each 
day, to crowded audiences, upon those themes that had 
assumed in his mind an exalted importance. It was 
the cause of the Child he v/as pleading. 

The Harvest was Plenteous, but Right Laborers Few. 
— While at a gathering of teachers, on one of these occa- 
sions, he addressed a long letter to one of his associates, 
in which he alluded feelingly to " the extreme youth 
and inexperience of most of those in attendance;'' and 
he continued: " It makes my heart sick when I reflect 
that so many of the schools of the Empire State are to be 
confided to the care of these Misses, but just in their 
teens, and boys who might yet profit by the wholesome 
advice and restraints of parental authority." 



1 8 DAVID PERKINS PAGE. 

It was Mr. Page's one idea that teaching vv^as so sacred 
and important an office that only the best hearts and , 
minds should engage in it. His own heart was wholly 
in his work. His interest was not a sordid, selfish, pe- 
cuniary interest. The aspirations of his noble soul over- 
leaped the lust for wealth or power, and he sought those 
rewards that come from devotion to the welfare of 
humanity. The only recompense he looked for was that 
which awaits the pure in heart and the diligent in well- 
doing, and that recompense was not long delayed. 

Over-estimated his Strength. — The excessive and un- 
remitting toils of the autumn vacation of 1847, so 
closely followed by the exacting duties of the succeed- 
ing term, were more than a constitution like his could 
endure. The term opened auspiciously. Stimulated 
by the fervent appeals of Mr. Page at the institutes in 
behalf of a higher grade of qualification, large numbers 
of pupils presented themselves for admission. The 
accommodations of the school were scarcely equal to the 
demand upon them. The severe tax thus imposed upon 
his impaired strength at last overcame his powers of 
endurance, and he was prostrated upon a bed of sick- 
ness. 

His Last Days. — At a meeting of the Faculty of the 
Normal School held at his residence, a few weeks after 
the opening of the fall term of 1847, he appeared more 
than ordinarily weary and careworn. He had just com- 
pleted his first series of calls upon the students at their 
boarding-places, as was his wont, and he remarked to 
his associates: "I have visited them all; it is a severe 
task. It is too much for me alone, and I must hereafter 



DAVID PERKINS PAGE. 1 9 

have 3'our aid." Ki this conference the condition of the 
school and the standing of the students in their classes 
was discussed, ^^and the records made up preparatory to a 
short holiday vacation and to a visit anticipated by him- 
self to his old home and friends in Massachusetts. It 
was to be a reunion of friends and relatives, such as the 
merry holidays of New England so often witness, and 
such as the true sons of New England know well how 
to appreciate and enjoy. Mr. Page was quite cheerful 
during the evening in view of the promised rest and 
recreation, but complained of slight indisposition. 

The meeting broke up early, and he immediately 
retired for the night, but little rest came. His in- 
disposition, which proved to be pneumonia, increased 
with the approach of morning. Little apprehension 
was, however, felt for his safety until the night of the 
fourth day, when, just before a marked change in his 
condition occurred, he communicated to a friend in at- 
tendance upon him his presentiment that he would not 
recover. His disease soon assumed a more violent type, 
baffling the skill of his medical attendants, and on the 
morning of Jan. 1, 1848, death closed the scene, and he 
passed to that higher life of peace, purity, and blessed- 
ness, which to realize somewhat on earth through the 
right education of the children was ever the goal of his 
highest aspirations and hope. 

Some Striking Coincidences. — In reviewing the life of 
this noble man some striking coincidences will be no- 
ticed, which are worthy of special mention. Born on 
the anniversary of our country's natal day, he died on 
the birthday of a New Year. Again, precisely six 



20 DAVID PERKINS PAGE. 

months before his death he made an excursion to his 
former home in Massachusetts. As it was a trip for 
recreation, he seemed bent upon seeing and showing 
everything of special interest that presented itself for 
observation. He manifested a strong disposition, when- 
ever the delays of travel occurred, to while away the 
time by visiting cemeteries. He had long had a pre- 
sentiment that his life was to be a short one. He was 
accompanied on this excursion by one of his associates, 
and while wending their way through the beautiful 
country at Newburyport he stopped suddenly under the 
shade of a thrifty oak, and exclaimed, ^' Here, Mr. Phelps, 
is where I desire to be buried.^^ Six months from that 
time his remains were deposited in the precise spot, 
almost involuntarily chosen for himself. 

At the moment of his departure from Boston to as- 
sume the arduous, not to say hazardous, task of organiz- 
ing and conducting a teachers' seminary, in a new and 
untried field, Horace Mann gave him as a parting in- 
junction, " Succeed or die." How nobly and truly lie 
realized both alternatives the sequel proved. Death 
followed success as mid-noon follows in the wake of 
morning. The good man's mission was fulfilled. The 
earnest, honest, devoted, faithful teacher, the sincere 
Christian, passed to his reward. He rested from his 
labors, and his works do follow him. 

The words of Horace Maun inspired the pen of the 
poetess Mrs. Sigourney: 

" Succeed or die." 

Teacher, was that thy creed ? 
The motto on thy banner, when thou earnest 
A soldier to the field ? 



DAVID PERKINS PAGE. 21 



" Succeed or die," 
'Twas graven on thy shield. Unresting toil 
Won the first trophy, as the grateful heart. 
Of many a youth to patient knowledge trained, 
Doth testify with tears; while many a man 
' Crowned by his Alma Mater, from the post 
Of honor or of care, remembereth well 
Whose strong, persuasive nurture led him there. 

So thy first goal was gained. 

But for the next 
The Excelsior of thy creed ; — methinks the first 
Involved the second ; for to die like thee 
Was but the climax of a full success, 
Taking its last reward. 

Yea, such reward 
As waiteth those who the young soul shall turn 
To righteousness, — a name above the stars. 
That in the cloudless firmament of God 
Forever shine. 

Mr. Page as an Educator.— It might seem that Mr. 
Page had succeeded in arousing the State of New York 
into educational activity solely by eloquence and un- 
resting activity, but he was the representative in the 
Empire State of the spirit of educational reform, of 
which Horace Mann was the wonderful exponent in New 
England. Recognizing and dej^loring the wretched con- 
dition of the great mass of the schools, particularly in 
the rural districts, he felt that the prevailing methods 
of instruction were little else than mere drivel, profitless 
alike to the children and the community; he sought 
earnestly their elevation by all the means available for 
the purpose. He realized that the teachers were mostly 
ignorant, inefficient, and incompetent, and the schools 



21 DAVID PERKINS PAGE. 

were many of them destitute of even the semblance of 
organization and intelligent plans of management, while 
the schoolhouses were frequently badly located, ill- 
arranged, ill-furnished, and unfit for their intended uses. 
He believed that the reform of the schools must begin 
with the reformation of the teachers, and that the latter 
must be secured by quickening in them the sense of 
responsibility, through appeals to the higher motives; 
by elevating the standard of scholarship, and by accurate 
professional training. The subjects of his discourses 
upon which he spoke so eloquently were, often, the 
Spirit of the Teacher ; the Responsibility of the Teacher ; 
Need of Ample Qualifications; Need of Right Views of 
Education; Right Methods and Wrong Methods. 

His Educational Views and Principles. — It was most 
fortunate that Mr. Page was spared to write that re- 
markable volume entitled " The Theory and Practice of 
Teaching," and which has become widely known. That 
work was the result of original observation, of a careful 
study of the ablest teachers and writers of his time. 
AVhat are now recognized as distinctively Pestalozzian 
principles had scarcely received recognition in this coun- 
try otherwise than as illustrated in the famous Seventh 
Annual Report of Horace Mann on his return from an 
inspection of the Prussian schools. Mr. Page profited, 
as did hundreds of other teachers of that day, by the 
graphic portrayals of the methods of instruction in Mr. 
Mann's report. These sprightly descriptions of school 
work were so radically different from the plodding and 
mechanical drudgery existing in our own schools, and 
were so earnestly applauded in the report, that it gave 



DAVID PERKINS PAGE. 23 

rise to an earnest controversy between the Boston 
teachers and the distinguished Secretary of the Massa- 
chusetts Board of Education, upon the relative merits 
of the two systems. But the discussion proved to be of 
lasting benefit, and from that time to the present the 
appreciation and application of the principles of the 
great Swiss educator have steadily and rapidly advanced 
in this country, and are cordially accepted by all intelli- 
o-ent teachers. 

Mr. Page, as well as many other thoughtful teachers, 
did not fail to have an intuitive perception of the laws 
of mental and moral growth that Pestalozzi had discov- 
ered, and that were followed in the schools that Mr. 
Mann visited in Germany, and had reported. But be- 
sides this, Mr. Page was really a " born teacher," if ever 
there was one. He had an infatuation for the school- 
room; he studied childhood; a cardinal principle with 
him was. Happiness must pervade the schoolroom. He 
had intuitive perceptions of what should be done to make 
the schoolroom an ideal place, a sort of Paradise for 
childhood. These were his guide before he heard the 
name of Pestalozzi ; but when the reports of Mr. Mann 
Avere published, Mr. Page saw there was a reason for the 
methods he employed; he grasped principles and formed 
them into a theory. In his volume referred to, he dis- 
cusses the foundation ideas of education, under the title 
'' Spirit of the Teacher," etc. 

The Spirit of the Teacher.—" Perhaps," he remarks, 
" the very first question that the honest individual will 
ask himself as he proposes to assume the teacher's office, 
or to enter upon a preparation for it, will be. What 



24 DAVID PERKINS PAGE. 

manner of spirit am I of ? No question can be more 
important. I would b}'^ no means undervalue that de- 
gree of natural talent, of mental power, which all justly 
consider so desirable in the candidate for the teacher's 
office. But the true spirit of the teaclier, — a spirit that 
seeks not alone pecuniary emolument, but desires to be 
in the highest degree useful to those who are to be 
taught; a spirit that tolerates above everything else the 
nature and capabilities of the human soul, and that 
trembles under the responsibility of attempting to be 
its educator; a spirit that looks ujDon gold as the con- 
temptible dross of earth, when compared with that im- 
perishable gem which is to be polished and brought out 
into heaven's light to shine forever; a spirit that scorns 
all the rewards of earth and seeks that highest of all 
rewards, an approving conscience and an approving God, 
a spirit that earnestly inquires what is right, and that 
dreads to do what is wrong; a spirit that can recognize 
and reverence the handiwork of God in every child, and 
that burns with the desire to be instrumental in train- 
ing it to the highest attainment of which it is capable, — 
such a spirit is the first thing to be sought by the 
teacher, and without it the highest talent cannot make 
him truly excellent in his profession." 

The Responsibility of the Teacher. — A true sense of 
responsibility in the teacher Mr. Page regarded as 
fundamental. He sought to impress it on all occasions. 
He regarded natural ability, scholarship, and experience 
as being closely related to each other in the qualifica- 
tions of a teacher. No matter what our natural gifts 
may be, they must be improved by training, and the 



DA VI D PERKINS PAGE. 2$ 



purpose of professional study should bo (1) to take ad- 
vantage of the recorded experiences of those who have 
made high attainments in the vocation we propose to 
follow (2) to form a proper conception of the work we 
are to do; and (3) to gain the technical knowledge nec- 
essary to the practice of our art. Only when we have 
done this are we ready to undertake the duties of our 
chosen calling, for the antecedent of doing ts knowing. 
The quack only ventures to learn this by the practice of 
his art alone. All who propose to teach need to recollect 
that the very basis of fitness therefor, so far as it can be 
gained by study, is broad and accurate scholarship _ 
Teacher's Responsibility further Enforced.-He is 
not alone responsible for the results of education The 
parent has an overwhelming responsibility, which he can 
never part with or transfer to another. Nevertheless 
the teacher has vast responsibilities, and those from 
which he cannot escape. 1. He is in a degi-ee responsi- 
ble for the bodily health of his pupils. The foundation 
of many serious diseases is laid in the schoolroom. 
These diseases may come from insufficient exercise, 
from too long confinement in one position or upon one 
study, from over-excitement or over-study, from foul 
air, L from too low or too high temperature in the 
schoolroom. 2. The teacher is mainly responsible for 
h intellectual growth of his pupils. Tl- - ^/f ^^^.^ 
to under the heads of (a) The Order of Study, (b) The 
Manner of Study, (c) Collateral Study. . The teacher 
is in a degree responsible for the moral training of 1 is 
nupils This is to be secured by precept, by example, 
and by appeals to conscience during the daily incidents 



26 DAVID PERKINS PAGE. 

of school life. 4. The teacher is to some extent respon- 
sible for the religious training of the young, in the 
opinion of Mr. Page. This he distinguishes from sec- 
tarianism, and enforces the doctrine by very impressive 
arguments and an appeal to the facts of experience. 

The Personal Habits of the Teacher. — This subject is 
considered by Mr. Page in the light of the influence of 
the personal example of the teacher upon his j)U23ils. 
He speaks with great plainness upon (1) neatness, (:3) 
order or system in all things, (3) courtesy of language 
and manner, (4) punctuality in every engagement and 
in the discharge of each duty, and (5) in habits of study. 
The discussion of the preceding subjects. The Teacher's 
Spirit, The Teacher's Kesponsibility, and the Teacher's 
Personal Habits, he summarizes as embodying his views 
upon tliG character of the individual who aspires to the 
work of teaching. "I know," he remarks, "that too 
many exercise the teacher's functions without the teach- 
er's spirit here described, without the sense of responsi- 
bility here insisted on, and with habits entirely incon- 
sistent with those here required. But this does not 
prove that such teachers have chosen the right calling, 
or that the children under their care are under safe and 
proper guidance. It proves rather that parents and 
school officers have too often neglected to be vigilant, 
or that suitable teachers could not be had. Let none 
think of lowering the standard to what has been, or what 
may even now be, that of a majority of those who are 
engaged in this profession. Every young teacher's eye 
should be directed to the very best model in this work, 
and he should never be satisfied with bare mediocrity." 



DAVID PERKINS PAGE, 27 

Literary Qualifications. — Under this category he 
affirmed that the profession of teaching was advancing; 
that even within the past two years the standard of 
acquirement had so far risen that it exchided many 
who were before considered respectable. He cited 
Horace Mann as authority that statistics showed an ad- 
vance of thirty-three per cent in wages within the pre- 
ceding decade. All this pointed to a need of a broader 
scholarship in the teacher. His conception of the liter- 
ary qualifications which a teacher ought to possess, as 
he specifically enumerated them, shows up the low 
standards of 1845. He urges a knowledge of English 
grammar, orthography, reading, writing, geography, 
history, literature, plane trigonometry and surveying, 
natural philosophy, chemistry, human physiology, intel- 
lectual philosophy, moral philosophy, rhetoric, logic, 
book-keeping, the science of government, drawing, and 
vocal music. 

This curriculum was far in advance of the times, but 
was urged as a minimum course for teachers. He com- 
bated the idea that a teacher should merely know the 
subjects he was to teach : on the contrary, he boldly 
declared that he should know much more than he was 
called upon to teach, in order not only that he might 
teach, but that he should possess mental power and 
illuminating influence with intelligence. It was pro- 
posed with the purpose of advancing the present condi- 
tion of the schools; to advance the schools the teachers 
must themselves be an advancing force. " I would have 
the present race of teachers so good that they will be 



28 DAVID PERKINS PAGE. 

looked upon by those who succeed them as their worthy 
and efficient predecessors." 

Right Views of Education. — It was urged that every 
teacher before entering upon his work shoukl seek to 
acquire a clear and definite idea or conception of that 
which constitutes true education, otherwise he would 
work to very little purpose. It is manifest that without 
this ideal all efforts to educate must be misdirected. As 
the sculptor or the painter must possess in his mind a 
clear conception of the beautiful statue or picture which 
he would work out of the marble with the chisel or upon 
the canvas with the brush, so must the educator con- 
ceive the ideal character which he would mould out of 
the human stock that is the object of his labor. The 
type to which education aspires is a mental creation. 
" What sculpture is to the block of marble/' says Addison, 
" education is to the human soul " — and may I not add 
that the sculptor is a type of the true educator; while 
the man who works without a plan may aptly represent 
too many false teachers, who without study or fore- 
thought enter upon the delicate work of fashioning the 
human soul, blindly experimenting amidst the wreck of 
their heaven-descended material, maiming and marring 
with scarcely the possibility of final success, almost the 
certainty of a melancholy failure ? 

The True Ideal of Education. — Education in the abso- 
lute sense Mr. Page prefers to define thus : The harmo- 
nious and equable evolution of the human powers. But 
this conception is subject to the following limitations in 
practice : 1. It comprehends the whole period of life from 
the cradle to the grave, while in practice the period of 



DAVID PERKINS PAGE. 2g 



education is limited to a few years. 2. It involves physi- 
cal, mental, moral, and religious training, while the 
efforts of the actual educator can scarcely extend beyond 
the intellect. 3. It aims at the perfection of the human 
being as a whole, while the exigencies of life require men 
to be trained for specific duties. 

Under these limitations the definition of education 
becomes nearly synonymous with instruction. To define 
it practically for schoolroom purposes, he would make 
it a process having three purposes : 1. To develop the 
intellectual faculties so as to produce vigor of mind and 
habits of ready and accurate thinking. 2. To furnish 
the mind with knowledge for use. 3. To impart skill 
in the employment of knowledge as an instrument. 

The difference between education in its absolute sense 
and education under its practical limitations he goes on 
then to illustrate by examples drawn from the various 
uses of a tree or shrub, and a horse, showing that accord- 
ing to the special end to be attained in either case the 
typical ideal is abandoned, and the training must have 
reference to the special end in view. 

Concluding Summary.— The foregoing abstract of the 
leading educational views of Mr. Page will perhaps 
suffice to show his apprehension of the principles appli- 
cable to the Avork as recognized in his day by the repre- 
sentative teachers. It should be remembered that his 
was a transition period from the era of blind lesson 
hearing to one in which by rational and intelligent 
method education was aimed at. He was quite abreast 
of the age and in the front rank of his profession, ac- 
cording to the best standards of that period. Compared 



30 DAVID PERKINS PAGE. 

with the present epoch of rigid analysis and scientific 
research into the laws of mind, when pedagogy has won 
a distinct place among the learned professions, it must 
be confessed that some of his views seem crude and 
unscientific. But it must not be forgotten that they 
answered the demands of the times, and became the 
stepping-stones, as it were, to the higher order of things 
to which we have now attained through the earnest and 
exhaustive studies of some of the profoundest scholars 
of the age. 

His book on the " Theory and Practice of Teaching," 
though written a half-century ago, has such an admir- 
able spirit that it cannot but continue to be read by 
young teachers with profit. 

Education as It Was. — A proper appreciation of the 
work of Mr. Page requires that a brief statement of the 
condition of education in New York and other States, 
prior to the year 1844, should be made. To begin with, 
the common schools were merely rudimentary in their 
character. Only the elements were attempted to be 
taught, and even this work was of an almost purely 
mechanical type. There was little or no appeal to the 
understanding and the intelligence, as a general rule. 
Blind groping best expresses the average tendency of 
the learning and the teaching. The teachers them- 
selves, as a class, were persons of limited attainments, 
with no rational ideas of method and no skill in adapt- 
ing their instruction to the wants and capacities of their 
pupils. The schools had scarcely anything that ap- 
proached a system of organization. Moral instruction 
was unknown. The rod was ths supreme appeal in 



DAVID PERKINS PAGE. 3 1 



cases of discipline. There was little public interest in 
the schools. Supervision by counties and to some 
extent by towns had been alternately adopted and dis- 
carded and finally readopted in the State of New York. 
ThQ schoolhouses were small, badly built, ill-con- 
structed, ill-furnished, and ill-adapted to their intended 
purposes. The schoolbooks then in use were of the 
crudest kind in composition, arrangement, and adapta- 
tion to the needs of the pupils. Blackboards, maps, 
charts, and apparatus for illustration were rarely found 
in the schools or, if there, were allowed to "rust 
unused;" mechanical routine was the order of the day. 
The ability to preserve order was regarded as the lead- 
ing qualification of the teacher. Cramming the memory 
with words, the meaning of which was a matter of 
chance, was the chief aim. Teacher and taught were 
often in antagonism. The power of love as a means of 
discipline M^as almost unknown. There was no recogni- 
tion of educational principles. To teach was simply to 
impart. To memorize was the chief end of learning. 

A Reaction Began. — In Massachusetts the work of 
reform had fairly set in. The clarion voice of Horace 
Mann was heard throughout the old " Bay State," and 
his scathing exposure of the defects of the schools, the 
incompetency of the teachers, the deplorable condition 
of the schoolhouses, the lack of supervision and of all 
suitable appliances of instruction, had begun to produce 
their legitimate effect in enlightening public opinion 
and stimulating remedial measures. In this noble work 
Mr. Mann was ably seconded by the Alcotts, Samuel J. 
Jlay, Woodbridge, Colburn, Russell, Page, Carter, 



DAVID PERKINS PAGE. 



Father Pierce, and others. Mr. Manu was elected secre- 
tary of the State Board of Education in 1837. He sub- 
sequently went to Europe, and in his tour of the Prussian 
schools caught the spirit and witnessed the rational 
methods inspired by the great Swiss educator Pesta- 
lozzi. Eeturning to this country he prepared what is 
known as his famous Seventh Annual Eeport, which 
excited universal attention and challenged the most vig- 
orous criticisms. This report gave a vivid and stirring 
description of the Prussian schools, and presented the 
mo'st striking contrasts to the bungling, mechanical, and 
inefficient plans so generally in vogue at home. So 
marked were these contrasts, and so unfavorable to our 
current methods of teaching, that a pamphlet was issued 
by thirty-one Boston schoolmasters, antagonizing the 
views of the brilliant secretary, and attemjoting to show 
that the ideas of Pestalozzi, however suited to the 
schools of the Old World, were not adapted to the condi- 
tions in our own country. The contest was long continued 
and bitter, but as the sequel has proved, it was the in- 
auguration of a revolution in Am^erican education, which 
never has gone and never can go backwards, formal 
Schools were established as early as 1837-8 in Massa- 
chusetts, and thus was the proposition that the teacher 
should be specially trained for his work accorded full 
recognition, and the Xormal School took its place as a 
distinctive and potent factor in the American common- 
school system. 

Page and His Aims. — It was during this transition 
period between the old and the new, the repressive and 
the progressive, the mechanical and the rational, the 






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34 DAVID PERKINS PAGE. 

model teacher, was immediate. His pupils at once be- 
came his enthusiastic supporters, and wherever they 
went the name and fame of Page were upon every 
tongue. Wherever his graduates were employed in the 
schools, order sprang out of chaos, interest and enthusi- 
asm supplanted indiiference, intelligence and skill sup- 
erseded ignorance and blind routine. The oi:»ening of 
the second term witnessed the presence of more than 
two hundred students, eager to sit under the inspiration 
and teachings of the man who in less than one year had 
profoundly impressed himself upon the public Oi)inion 
of the largest and most populous State in the Union. 

As a matter of course these ideas, plans, and methods, 
inspired and inculcated at the Normal School, were not 
only an innovation upon the past, but they were revolu- 
tionary in their tendency, and well calculated to arouse 
a feeling of hostility among teachers of the old style. 
It is no wonder, therefore, that the opposition to the 
Normal School became aggressive, and sought to express 
itself in organized action. Accordingly at a meeting 
of the New York State Teachers' Association, held at 
Rochester in 1846, this opposition, comprising some men 
of ability and prominence in the State, and rej^resenting 
especially the academic and collegiate interests, sought 
public expression. These men, with a considerable degree 
of assurance and audacity, were determined to put the 
declaration upon record that the teachers of the State 
needed no institutes or Normal Schools to teach them 
how to teach. A prominent member of the fraternity 
from the city of New York accordingly drew up and 
proposed the adoption of a resolution condemning the 



DAVID PERKINS PAGE. 35 

establishment of the State Normal School as needless 
for the teachers, and an unwarranted expense to the 
State. It came to the knowledge of Mr. Page that such 
a resolution was to be introduced, and he placed himself 
on the platform awaiting its presentation. But the au- 
thor of it and his abettors knew full well that there was 
no man to whom language, facts, and arguments were 
such willing and capable weapons in such a conflict as 
to David P. Page, when he stood on his feet. The time 
for introducing it was accordingly postponed to a more 
favorable season during the afternoon session. But on 
reassembling Mr. Page was found upon the platform, 
seeming to court nothing so much as an opportunity to 
speak to such a resolution. The prime movers, how- 
ever, concluding that discretion was the better part of 
valor; and justly fearing that the agitation of the sub- 
ject would result in strengthening the cause they sought 
to injure, the movement collapsed, and was never after- 
ward heard from. 

The Growth of these Ideas. — The marked success of 
the Normal School at Albany under the guiding hand 
of Mr. Page soon stimulated similar movements in other 
States. Michigan, Pennsylvania, Connecticut, New 
Jersey, Ehode Island, Wisconsin, Illinois, Minnesota, 
Iowa, and Missouri followed the lead of Massachusetts 
and New York in rapid succession. The development of 
the system in New York has been upon a colossal scale, 
worthy of her name and fame as the " Empire State." 
Eight of these great training-schools are now in active 
operation under the auspices of the State, the cost of 
maintenance amounting to over one hundred thousand 



36 DAVID PERKINS PAGE. 

dollars annually. It is only the truth of history to affirm 
that the establishment of the school at Albany and its 
great success under the fostering care of Page and his 
able coadjutors, Bishop Potter, Colonel Samuel Young, 
Francis Dwight, and others, paved the way for the won- 
derful revolution in educational thought, and made these 
great results possible. The high standard attained in 
every department of learning and the appliances brought 
into the service are the result of evolution from the modest, 
early beginning and of the brilliant, judicious, and self- 
sacrificing labors of the devoted men who were the pio- 
neers of those earlier days. Many of the graduates of 
that and subsequent periods have occupied and are still 
honoring some of the most important and responsible 
positions in other and distant States, and have helped to 
shape the school systems which will mould the character 
and destinies of generations yet unborn. 

Summary of the Foregoing Presentation. — An epitome 
of the life, educational views, and labors of Mr. Page, 
with the lessons deducible therefrom, may be given as 
follows : 

1. Born and reared in humble life, he manifested at 
an early age an irrepressible desire for knowledge and 
the usefulness which its possession implies. The grati- 
fication of his wishes, at first denied by his parents, was 
at last conceded under the pressure of a renewed petition 
while prostrated with a dangerous illness, conditioned 
upon his recovery. 

2. A favorable issue of his malady resulted in his en- 
trance at a neighboring academy, where the foundation 
was laid for his education and his successful career as a 



DAriD PERKIXS PAGE. 37 

teacher, although the time spent there was very liinired. 
subsequent to which he commencetl teaching a distr; : : 
school- His term completed he returns to the aoademv. 
and during the ensuing winter again teaches in his na- 
tive town, his further studies being pursued without 
assistance. He became literally a self-made man. 

3. Again he teaches a district sch«x>l, and definitely 
resolres to make this calling his profession. At its 
close, at the age of nineteen years, he boldly opens a 
private school, studying by himself, thoroughly master- 
ing the lessons he was to teach, and adapting his teach- 
ings to the several capacities of his pupUs, encouragir.^ 
the diffident and sluggish, restraining the forward, and 
kindling in their youthful hearts aspirations for the 
good and pure, and ever striving to enlarge his own 
sphere of thought, intelligence, and usefulness. 

4. He becomes dissociate principal of the Xewburyport 
High School with one of the m«.^t eminent teachers of 
Massachusetts, where he rendered the most acceptable 
service for twelve years. Here he began his career as a 
public lecturer, appearing on several occasions before 
the Ess^ County Teachers' Association. These lectures 
were characterized by Horace Mann as the best ever de- 
livered before that or any other body. Of one of these, 
on ^ The Mutual Duties of Parents and Teachers,^ six 
thousand copies were printed and distributed. tl~ 
thousand of them at Mr. Mann's expense, through:.:: 
the State. His powers as an antor were of a high order. 
He could *• think standing on his feet and before folks." 
— a rare gift. 

5. As a residt of his industry and professkwna] skill 



38 DA inn perktns page. 



and devotion, his reputation outran his immediate local- 
ity and State, and in the latter part of the year 1844 he 
was, on the recommendation of Horace Mann, selected 
as the first principal of the first Normal School in the 
State of New York, at Albany, entering upon his duties 
on the 15th of December of that year. Here, with the 
sphere of his usefulness vastly expanded, he proved 
himself equal to all emergencies, and resolved order out 
of chaos, inspired hope and confidence where doubt and 
fear prevailed, and silenced all opposition among the 
enemies of the normal system for the preparation of 
teachers. This was laying the foundation for the " new 
education,'^ the beginning of a new era from which the 
marvellous progress of the later years has been rendered 
possible. The advent of rational, intelligent, philo- 
sophic methods of organizing, conducting, and teaching 
schools was a radical innovation upon the old system of 
blind groping and mechanical memorizing, so generally 
prevalent. It was the beginning of a revolution which 
has eventuated in establishing education upon a solid 
basis of enduring, because 'scientific, principles. It has 
rendered possible the universal acceptance in theory and 
practice of the views of Froebel and Pestalozzi, which 
are doing so much to elevate and ennoble the cause of 
general education. 

6. The cardinal doctrines of Mr. Page's creed were 
embraced in the conviction, first, that the spirit of the 
teacher must be elevated and inspired above all sordid 
and mercenary aims to a profound reverence for the 
human soul, and an undying love for his noble calling; 
second, that only in the most thorough, careful, and 



DAVID PERKINS PAGE. 39 

comprehensive special preparation for his profession can 
he find any warrant or hope of real success; third, that 
to this end teachers^ seminaries, properly organized, 
equipped, and conducted, must afford the best guaranty 
of the ultimate success of our common schools, and of 
a suitable preparation of the people of a free republic 
for the great duties of citizenship. 

7. The impressive lessons of such a life seem too 
evident to require distinct specification. They are so 
clear that they may be known and read of all men: 
A noble resolve, followed by heroic and persistent en- 
deavor; loftiness of aim; self-reliance; a high ideal of 
professional responsibility; a deep reverence for the 
human soul, and an unwavering confidence in its possi- 
bilities for intellectual and moral elevation; clear and 
positive views of the means and ends of education; a 
conviction of the absolute necessity of self-culture; he 
who would teach efficiently must himself be a profound 
and earnest student; he must be a close observer of the 
phenomena of child life, and adapt himself to its varying 
needs; he must master the principles that underlie his 
work, and seek to exemplify them in every act of his 
professional life. To " succeed or die^' is the highest of 
human resolves. To do both is to earn a martyr's 
crown. 



SEKD All ORBERS to 

E. L. EELLOGO & CO., NEW YORK & CHICAGO. 45 




Teachers Mamials Series. 

Each is printed in large, clear type, on good paper. Paper 

cover, price 15 cents; to teach- 
ers, 12 cents; by mail, 1 cent 
extra. 

There is a need of small vol- 
umes — " Educational tracts," that 
teachers can carry easily and study 
as they have opportunity. The 
following numbers have been al- 
ready published. 

It should be noted that Mobile 
our editions of such of these little 
books that are not vrritten specially 
for this series are as low in price 
as any other, the side-heads, top- 
ics, and analyses inserted by the 
editor, as well as the excellent 
paper and printing, make them 
far superior in every way to any 
other edition. 

J. G. Fitch, Inspector of the We would suggest that city super- 

Training Colleges of England, intendents or conductors of institutes 

supply each of tlieir teachers with copies of these little books. Special 

rates for quantities. 

No, I, Fitch's Art of QuesHoning, 

By J. G. Fitch, M.A., author of " Lectures on Teaching." 38 pp. 
Already widely known as the most useful and practical essay on this most 
important part of the teachers' lesson-hearing. 

No, 2. FHtch's Art of Securing Attention, 

By J. G. Fitch, M. A. 39 pp. 

Of no less value than the author's " Art of Questioning." 

No. 5. Sidgwick's On Stimulus in School. 

By Arthur Sidgwick, M.A. 43 pp. 

" How can that dull, lazy scholar be pressed on to work up his lessons 
with a will?" This bright essay will tell how it can be done. 

No. 4. Yonge's Practical Work in School. 

By Charlotte 1\I. Yonge, author of " Heir of Redclyfife," 35 pp. 
All who have read Miss Yonge's books will be glad to read of her views 
on School Work. 

No. 5. Fitch's Improvement in the Art of Teaching. 

By 3. G. Fitch, M.A. 1^ pp. 

This thoughtful, earnest essay will bring courage and help to many a 
teacher who is struggling to do better work. It includes a course of study 
for Teachers' Training Classes. 



SEXD ALL ORDERS TO 

46 E. L. KELLOGG & CO., NEW YORK & CHICAGO. 

_, — — - — ' ' '■* 

No, 6. Gladstone's Object Teaching. 

By J. H. Gladstone, of the London (Eng.) School Board. 85 pp. 
A short manual full of practical suggestions on Object Teaching. 

No, 7. Huntington's Unconscious Tuition. 

Bishop Huntington \ias placed all teachers under profound obligations to 
him by writing this work. The earnest teacher has felt its earnest spirit, 
due to its' interesting discussion of the foimdation principles of education. 
It is wonderfully suggestive. 

No. 8. Hiighes' How to Keep Order. 

By James L. Hi^ghes, author of " Mistakes in Teaching." 
Mr. Hughes is one of the few men who know what to saj- to help a yoimg 
teacher. Thousands are to-day asking, " How shall we keep order ?" 
Thousands are s&ying, " I can teach well enough, but I cannot keep order." 
To such we recommend this little book. 

No. g. Quick's How to Train the Memory. 

By Rev. R. H. QciCK. author of " Educational Reformers." 
Tins book comes from school-room experience, and is not a matter of 
theory. Much attention has been latelj' paid to increasing the power of 
memory. The teacher must make it part of his business to store the 
memory, hence he must know how to do it properly and according to the 
laws of the mind. 

No. 10. Hoffman's Kindergarten Gifts. 

By Heinrich Hoffman, a pupil of Kroebel. 

The author sets forth very clearly the best methods of using them for 
training the child's senses and power of observation. 

No. II. Sutler's Argument for Manual Training. 

By Nicholas MrRKAY Btrrt.ER, Pres.' of N. Y. College for Training of 
Teachers. 
A clear statement of the foundation principles of Industrial Education. 

No. 12. Groff's School Hygiene. 

By Pres. G. G. Groff, of Bucknefl Univei-sity, Pa. 

No. i^. McMurry's How to Conduct the Recitation, 

By Chas. McMurry, Prof, in State Normal School, Winona, Minn. 

In 84 pp. is explained the ideas of the Hubart school of educatoi-s as re- 
gards class teaching. These are now acknowledged to be the scientific 
method. Grub^'s plan for teaching primary arithmetic is in the same line. 

No. I4. Carter's Artificial Production of Stupidity 

IN Schools. By R. Brudexell Carter, F. R. S. 

This celebrated paper has been so ofteu referred to that we reprint it 
in neat form, with side-headings. 49 pp. 

No. 75. Kellogg' s Pestalox\i : 

His Educational Work and Principles. "By Amos M. Kellogg, editor 
of the School Journal. 29 pp. 

A clear idea is given in this book of what this great reformer and dis- 
coverer in education thought and did. His foundation principles are 
made speciallj' promment. 

No. 16. Lang's Basedow, 

$i pp. Same price as above. 

No ly. Lang's Comenius. 

By OssiAK H. Lang. 32 pp. Same price as above. 



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E. L. KELLOQO & CO., NEW YORK & CHICAGO. 47 

IVelcJjs Teachers Psychology. 

A Treatise on the Intellectual Faculties, the Order of the 
Growth, and the Corresponding Series of Studies by which 
they are Educated. By the late A. S. Welch, Professor of 
Psychology, Iowa Agricultural College, formerly Pres. of 
the Mich. Normal School. Cloth, 12mo, 300 pp., $1.25; to 
teachers, $1; by mail, 12 cents extra. Special terms to 
Normal Schools and Reading Circles. 

A mastery of the branches to be taught was once. thought to be 
an all-sufficient preparation for teaching. But it is now seen that 
there must be a knowledge of the mind that is to be trained. 
Psychology is the foundation of intelligent pedagogy. Prof. 
Welch undertook to write a book that should deal with mind- 
unfolding, as exhibited in the 
school-room. lie shows what is 
meant by attending, memorizing, 
judging, abstracting:, imagining, 
classifying, etc., as it is done by 
the pupil over his text-books. First, 
there is the concept; then there is 
(1) gathering concepts, (2) storing 
concepts, (3) dividing concepts, 
(4) abstracting concepts, (5) build- 
ing concepts, (0) grouping con- 
cepts, (7) connecting concepts, 
(8) deriving concepts. Each of 
these is clearly exphiined and il- 
lustrated ; the reader instead of 
being bewildered over strange 
terms comprehends that imagina- 
tion means a building up of con- 
cepts, and so of the other terms. 
A most valuable part of the book 
is its application to practical education. How to train these 
powers that deal with the concept — that is the question. There 
must be exercises to train the mind to gather, store, divide, abstract, 
build, group, connect, and derive concepts. The author shows 
what studies do this appropriately, and where there are mistakes 
made in the selection of studies. The book will prove a valuable 
one to the teacher who wishes to know the structure of the mind 
and the way to minister to its growth. It would seem that at 
last a psychology had been written that would be a real aid, in- 
stead of a hindrance, to clear knowledge. 




Welch. 



Xni. The UnaTMdable Series of 
MentaJ Acts that in the Growth 
of the Mind be^n with the 

Senses and end in Beasoning. 

XEV. Intuition. 



SEXC AUL OKDKHS TO 

iS E. L. KELLOGG dt CO., NEW TORE db CHICAGO. 

As a text-book for the use of stiideuts in normal schools, 
teachers* institutes, reading circles, etc., this book is imsurpassed- 
The logical arrangement, the directness of presentation, without 
unnecessary words or repetition, the questions at end of each 
chapter, and tj'pographical features, make it an ideal text-book. 
Only two months after publication it was introduced into many 
normal scliools as a text-book, and adopted by the CaL Stale 
Teachers' Reading Circle. 

OUTLINE OF CONTENTS. 

CHAP. CEUP. 

L Introduction — Terms Defined IX. Imaginatioii. 

and their Meanings DIustrated. X. Classificatioo. 
EL Mind, and its Thiiee Manifesta- ', XL Judgment, 
tions. j XIL Reasoning. 

TTT. Ou the Intellect— the Seises. 
IV. Internal Perception. 
V. Memory. 
VI. Conception. 
Vii . Analysis, 
vm. Abstractioii. 

Psychology and Educatitm. 

CHAP- ! CHAP. 

XV. Education — what it is and I XTX. j:^- -'-- """rongAr- 

how attained. es- 

XVI. Special Means of Training' XT S; ._.;. .. ...otedthas 

each Faculty in the Order wiii Discipline me Faculties 

of its Growth. strictly in the Order of thtir 

XVn. Expression as a Means of In- Development. 

lellecrual Discipline. TXT Arrangement of Studies and 

XVHL Higher Siv^ntaneiries Spring- i Method of Instructing in 

ing from Trained Effort. 1 Early Educating. 

This book is written by one who, as a teacher, institute con- 
ductor, president of a normal school (!Mich., 15 years), president 
of college (^lowa, for many years), has shown himself to be a 
thoughtful student of education. He has made the volume one 
that will aid the teai-'her in carri^ing foncard the xhool-room work 
in accords ure iriih mind laia So great has been the interest 
created that 1,000 copies were oKDEkEO nf advance of publica- 
tion. Dr. Welch's book is a large limo voliune of 300 pp., 
beautifully printed from large, ctear type, and artistically and 
durably bound. As so manj- teachers are making inquiries on 
X>sychological points, we feel certain that they will lind this book 
just what they want. 



SEND ALL ORDERS TO 



B E. L. KELLOOO <fc CO., NEW YORK & CHICAOO. 



Aliens Mind Studies for Young Teach- 

ERS. By Jerome Allen, Ph.D., Associate Editor of the 
School JouRNAii, Prof, of Pedagogy, Univ. of City of 
N. Y. 16mo, large, clear type, 128 pp. Cloth, 50 cents ; to 
teachers, 40 cents ; by mail, 5 cents extra. 

There are many teachers who 
know little about psychology, 
and who desire to be better in- 
formed concerning its princi- 
ples, especially its relation to. the 
work of teaching. For the aid 
of such, this book has been pre- 
pared. But it is not a psjxhol- 
ogy — only an introduction to it, 
aiming to give some funda- 
mental principles, together with 
something concerning the phi- 
losophy of education. Its meth- 
od is subjective rather than ob- 
jective, leading the student to 
f watch mental processes, and 
draw his own conclusions. It 
^ ._^ is wricten in language easy to 

^^y/ ^ ' be comprehended, and has many 
Jerome Allen, Ph.D.,Associate Editor practical illustrations. It will 
of the Journal and Institute. aid the teacher in his daily work 
in dealing with mental facts and states. 

To most teachers psychology seems to be dry. This book shows 
how it may become the most interesting of all studies. It also 
shows how to begin the knowledge of self. " We cannot know 
in others what we do not first know in ourselves." This is the 
kej'^-note of this book. Students of elementary psychology will 
appreciate this feature of " Mind Studies." 
ITS CONTENTS. 




CHAP. 

I. How to Study Mind. 
II. Some Facts in Mind Growth. 

III, Development. 

IV. Mind Incentives. 

V. A few Fundamental Principles 

Settled. 
VI. Temperaments. 
VII. Training of the Senses. 
VIII. Attention. 
IX. Perception. 
X. Abstraction. 

XI. Faculties used in Abstract 
Thinking. 



CHAP. 

XII. From the Subjectire to the 
Conceptive. 

XIII. The Will. 

XIV. Diseases of the Will. 
XV. Kinds of Memory. 

XVI. The Sensibilities. 
XVII. Relation of the Sensibilities 

to the Will. 
XVIII. Training of the Sensibilities. 
XIX. Relation of the Sensibilitie* 
to Morality. 
XX. The Imagination. 
XXT Imagination in its Maturity. 
XXIi. Education of the Moral Sense. 



emm aul orders to 
8 E. L. KELLOOG & CO. , NE W YORK & CH ICA GO, 

Aliens Temperament in Education. 

With directions concerning How to Become A Successful 
Teacher. By Jerome Allen, Ph.D., Author of "Mind 
Studies for Young Teachers," etc. Cloth, 16mo. Price, 50 
cents, to teachers, 40 cents ; by mail, 5 cents extra. 

There is no book in the English language accessible to 
students on this important subject, yet it is a topic of so much 
importance to all who wish to become better acquainted with 
themselves that ^its suggestions will find a warm welcome 
everywhere, especially by teacheis. The value of the book wUl 
be readily seen by noticing the subjects discussed. 

CONTENTS :— How we can know Mind— Native Characteristics of 
Children— How to Study Ourselves— The Sanguine Temperament— The 
Silious Temperamen1>— The Lymphatic Temperament— The Nervous 
Temperament— Physical Characteristics of each Temperament : Tabula- 
ted—The best Temperament— How to Conduct Self Study— Many Per- 
Bonal Questions for Students of Themselves— How to Improve— Specific 
Directions— How to Study Children— How Children are Alike, How 
Different— Facts in Child Growth : Tabulated and Explained— How to 
Promote Healthy Child Growth, Full directions concerning how to 
treat temperamental differences. How to effect change in tempera- 
ment. 

Under "How to Become A Successful Teacher," the 
following topics are discussed : " What books and papers to 
read."— "What schools to visit."—" What associates to select." 
—" What subjects to study."—" How to find helpful critics." — 
"How to get the greatest good from institutes. "—" Shall I 
attend a Normal school ? " ''How to get a good and perman- 
ent position ? " " How to get good pay ? " " How to grow a 
better teacher year after year." "Professional honesty and 
dishonesty." — " The best and most enduring reward." 



Blaikies Self Culturey 



By John Stuakt Blaikie. 16mo, 64 pp., limp cloth. Price, 25 
cents; to teachers, 20 cents; by mail, 3 cents extra. 

Three invaluable practical essays on the Culture of the Intel- 
lect, on Physical Culture, on Moral Culture. In its 64 pages this 
little volume contains a vast amount of excellent advice. It will 
help hundreds of young teachers to make a right start, or set 
them right if they are on the wrong track. Although published 
expressly for teachers, it will prove profitable reading for all, no 
matter what their calling, who wish to improve— and who does 
not? As a part of a course of reading, some such book is invalu- 
able, and should be read over and over again. Mr. Blaikie's book, 
in its present form, is so neat yet cheap, that it ought to be read 
by every young teacher in the country, and to be on every read- 
ing-circle list. It is to be a prominent book on the new profes* 
Bional course of reading for teachers. 

Nicely printed, with side-heads and bound in limp ^lotJi. 



SEND ALL ORDERS TO 

E. L. KELLOGG & CO., NEW YORK & CHICAGO. 

Analytical Questions Series, 

No. 1. GEOaEAPHY. 126 pp. 
No. 2. HISTOEY OF THE UNITED STATES. 108 pp. 
No. 3. GEAMMAE. 104 pp. 
Price 50c. each; to teachers, 40c; by mail, 5c. extra. The three 
for $1.20, postpaid. Each complete loith answers. 

This new series of question-books is prepared for 
teachers by a teacher of high standing and wide experi- 
ence. Every possible advantage in arrangement of other 
books was adopted in these, and several very important 
new ones added. The most important is the 

GRADING OF pUESTiONS 
into three grades, thus enabling the teacher to advance 
in her knowledge by easy steps. 

THE ANALYTICAL FEATURE 
is also prominent — the questions being divided into 
paragraphs of ten each, under its appropriate heading. 
TYPOGRAPHY AND BINDING. 

Type is clear and large, and printing and paper the 
very best, while the binding is in our usual tasteful and 
durable style, in cloth. 

The books are well adapted for use in schools where 
a compact general review of the whole subject is de- 
sired. The answers have been written out in full and 
complete statements, and have been separated from the 
body of the questions with a view of enforcing and fa- 
cilitating the most profitable study of the subject. The 
author has asked every conceivable question that would 
be likely to come up in the most rigid examination. 
There are other question-books published, but even the 
largest is not so complete on a single branch as these. 

Bear in mind that these question-books are absolutely 
without a rival 

FOR PREPARING FOR EXAMINATION, 
FOR REVIEWING PUPILS IN SCHOOL, 
FOR USE AS REFERENCE BOOKS. 

The slightest examination of this series will decide 
you in its favor over any other similar books. 



SEXD ALL ORDERS TO 

S. L. KELLOGG & CO., XEW TORE d- CHICAGO. 

Augsburg's Easy Things to Draw. 

By D. R. AuGSBUBO, Supt. Drawing at Salt Lake City, Utah. 
Quarto, durable and elegant cardboard cover, 80 pp., with 
31 pages of plates, containing over 200 different figures. 
Price, 30 cents; to teachers, 24 cents; by mail, 4 cents extra. 

This book is not designed to present a system of drawing. It 
is a collection of drawings made in the simplest possible way, and 
so constructed that any one may reproduce them. Its design is 
to furnish a hand-book containing drawings as would be needed 
for the school-room for object lessons, drawing lessons, busy 
work. This collection may be used in connection with any sys- 
tem of drawing, as it contains examples suitable for practice. It 
may also be used alone, as a means of learning the art of draw- 
ing. .\s will be seen from the above the idea of this book is new 
and novel. Those who have seen it are delighted with it as it so 
exactly fills a want. An index enables the teacher to refer in- 
stantly to a simple drawing of a cat, dog, lion, coffee-berry, etc 
Our list of Blackboard Stencils is in the same line. 

Augsburg's Easy Drawings for the Geo- 

GRAPHY Class. By D. R. Augsbueg, B. P., author of "Easy 
Things to Draw." Contains 40 large plates, each containing 
from 4 to 60 separate drawings. 96 pp., quarto cardboard 
cover. Price 50 cents; to teachers, 40 cents; by mail 5 cents 
extra. 

In this volume is the same excellent work that was noted in Mr. 
Augsburg's "Easy Things to Draw." He does not here seek to 
present a system of drawing, but to give a collection of drawings 
made in the simplest possible way, and so constructed that any 
one may reproduce them. Leading educators believe that draw- 
ing has not occupied the position in the school course hereto- 
fore that it ought to have occupied: that it is the most effectual 
means of presenting facts, especisilly in the sciences. The author 
has used it in this book to illustrate geography, giving draw- 
ings of plants, animals, and natural features, and calling at- 
tention to steps in drawing. The idea is a novel one, and it is 
believed that the practical manner m which the subject is treated 
will make the book a popular one in the school-room. Each 
plate is placed opposite a lesson that may be used in connectiou. 
An index brings the plates instantly to the eye. 



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E. L. KELLOOO & CO., NEW YORK <fc CHIGAOO. 9 

Brownings Educational Theories. 

By Oscar Browning, M.A., of King's College, Cambridge, 
Eng . No. 8 of Beading Circle Lih^ary Series. Cloth, 16mo, 
237 pp. Price, 50 cents; to ieachers, 40 cents; by mail, 5 
cents extra. 

This work has been before the public some time, and for a 
general sketch of the History of Education it has no superior. 
Our edition contains several new features, making it speciall}'' 
valuable as a text-book for Normal Schools, Teachers' Classes, 
Reading Circles, Teachers' Institutes, etc., as well as the student 
of education. These new features are: (1) Side-heads giving the 
subject of each paragraph; (2) each chapter is followed by an 
analysis; (3) a very full new index; (4) also an appendix on 
'• Froebel," and the " American Common School." 

OUTLINE OF CONTENTS. 

I. Education among the Greeks — Music and Gymnastic Theo- 
ries of Plato and Aristotle; II. Roman Education — Oratory; III. 
Humanistic Education; IV. The Realists — Ratich and Comenius; 
V. The Naturalists — Rabelais and Montaigne; VI. English 
Humorists and Realists — Roger Ascham and John Milton; VII. 
Locke; VIII. Jesuits and Jansenists ; IX. Rousseau; X. Pes- 
talozzi; XI. Kant, Fichte, and Herbart; XII. The English Pub- 
lic School ; XIII. Froebel ; XIV. The American Common 
School. 

PRESS NOTICES. 

Ed. Courant. — " This edition surpasses others in its adaptability to gen- 
eral use." 

Col. School Journal.—" Can be used as a text-book in the History of 
Education." 

Pa. Ed. News. — " A volume that can be used as a text-book on the His- 
tory of Education." 

School Education, Minn.—" Beginning with the Greeks, the author pre- 
sents a brief but clear outline of the leading educational theories down to 
the present time." 

Ed. Review, Can.— "A book like this, introducing the teacher to the great 
minds that have worked in the same field, cannot but be a powerful stimulus 
to him in his work." 



SCHOOL MANAGEMENT 

Kellogg's School Management. - - - - cl. .75 .60 .05 

Hughes' How to Keep Order, _ _ - _ paper .15 .13 .01 

Sidgwick's Stimulus in School, - - - - paper .15 .13 .01 

KINDEEGABTEN EDUCATION 

Autobiography of Froebel, _ _ _ _ cl. .50 .40 .05 

Hoffman's Kindergarten Gifts, - - - - paper .15 .13 .01 

PEIMARY EDUCATION 

Calkins' Ear and Voice Training, _ _ _ cl. .50 .40 ,05 

Currie's Early Education, ----- cl. 1.25 1.00 .08 

Gladstone's Object Teaching. - _ _ _ paper .15 .13 .01 

Johnson'd" Education by Doing, - - - - cl. .T5 .60 .05 

Parker's Talks on Teaching, - - - - cl. 1.25 1.00 .09 

Pat rid ge's Qumcy Methods, - _ - - cl. 1.75 1.40 .13 

Seeley's Grube Method of Teachmg Arithmetic, cl. 1.00 .80 .07 

" Grube Idea in Primc^ry Arithmetic, - cl. .30 .34 .03 

MANUAL TRAINING 

Butler's Argument for Manual Training, - - paper .15 .13 .01 

Leland's Practical Education, - - - - cl. 2.00 1.60 .10 

Love's Industrial Education, _ - _ - cl. 1.50 1.30 .12 

♦TJpham's Fifty Lessons in Woodworking, - cl. .50 .40 .05 

QUESTION BOOKS FOR TEACHERS 

Analytical Question Seiies. Geoj^raphy, - - cl. .50 .40 .05 

'^ " " C. S. History, - cl. .50 .40 .05 

'' " Grammar, - - cl. .50 .40 .05 

N. r. State Examination Questions, - - - cl. 1.00 .80 .08 

Shaw's National Question Book, _ _ _ 1.75 pd. 

Soutbwick's Handy Helps, ----- cl. 1.00 .80 .08 

Southwick's Quiz Manual of Teaching. Best edition, cl. .75 .60 .05 

PHYSICAL EDUCATION and SCHOOL HYGIENE 

♦Ballin's Physical Education. (In preparation.) 

Groff '8 School Hygiene, ----- paper .15 .13 .01 

MISCELLANEOUS 

Allen's Temperament io Education, - - - cl. .50 .40 .05 

Augsburg's Easy Things to Draw, ^ - - paper .30 .34 .03 

•Blaikie On Self Culture, ----- cl. .25 .30 .03 

Fitch's Improvement in Education, - - - paper .15 .13 .01 

Gardner's Town and Country School Buildings, cl. 2.50 3.00 .12 

Lubbock's Best 100 Book?, ----- paper .20 .16 .02 

Pooler's N. Y. School Law, ----- cl. .30 .34 .03 

Reinhart's Civics of Education, - - - - cl. .25 .30 .03 

Wilhelm's Student's Calendar, - . - - paper .30 .34 .03 

SINGING AND DIALOGUE BOOKS 

Reception Day Series, 6 Nos. (Set S1.40 postpaid.) Each. .^ .34 .03 

Song Treasures. - - - - - - - paper .15 .13 .02 

*Primai-y Song Book, new ------ .15 .13 .01 

SCHOOL APPARATUS 

" Standard " Manikin. (Sold by subscription.) Price on application. 

** Man Wonderful " Manikin, - - - - 5.00 pd. 

Standard Blackboard Stencils, 500 different nos., 

from 5 to 50 cents each. Send for special catalogue. 

** Unique " Pencil Sharpener, - - - _ 1.50 .10 
Standard Physician's Manikin. (Sold by subscription.) 

^^ 64- page descriptive catalogue of these books free to any address. 

Large 128-page descriptive catalogue of all best educational books and 
teacher's helps published, with pnces and special rates to teachers, 6 cents. 

E. L. KELLOGG & CO., New York & Chicago. 



LIBRARY OF CONGRESS 



The School Joiq 019 793 385" 9 

is published weekly at $2.50 a y^^. c*.xv» .^ *ix aio ^ji« yv,a±. 
It is the oldest, best known and widest circulated educational 
weekly in the U. S. The Journal is filled with ideas that will 
surely advance the teachers' conception of education. The best 
brain work on the work of professional teaching is found in it 
— not theoretical essays, nor pieces scissored out of other 
journals — The School Journal has its own special writers — 
the ablest in the world. 

THE PRIMARY SUPPLEflENT 

of The Journal, is published in separate form monthly from 
September to June at $1.00. It is the ideal paper for primary 
teachers, being devoted almost exclusively to original primary 
methods and devices. 



/^ 



The Teachers' Institute 

is published monthly, at $i-25 a year ; 12 large 44 page papers 
constitute a year — most other educational monthlies publish 10, 
some 5. It is edited in the same spirit and from the same stand- 
point as the Journal, and has ever since it was started in 
1878 been the most popular educational monthlv published^ circu- 
lating in every state. Every line is to the point. It is finely 
printed and crowded with illustrations made for it. Every 
study taught by the average teacher is covered in each issue. 

EDUCATIONAL FOUNDATIONS. 

This is not a paper : it is a series of small monthly volumes 
that bear on Professional Teaching. It is useful for those who 
want to study the foundations of education ; for Normal Schools, 
Training Classes, Teachers' Institutes and individual teachers. 
If you desire to teach professionally you will want it. Hand- 
some paper covers, 96 pp. each month. During 1892-93 Her- 
bert Spencer's famous book on "Education" will be printed 
in it 32 pp. at a time. This alone is worth at least $1.00, 

OUR TIMES. 

Was started two years ago to give a resume oi the important news 
of the month — not the murders, the scandals, etc., but the news 
that bears upon the progress of the world and specially written 
for the schoolroom. In Sept. 1892 it was doubled in size, the 8 
extra pages giving many fresh dialogues, recitations and dec- 
lamations, and exercises for special days. This material alone 
during tne year would cost at least 50 cents in the cheapest 
book form. Club rates, 40 cents. 
*»* Select the paper suited to your needs and send for a free sample. 
Samples of all the papers 25 cents. 

E. L. KELLOQQ & CO., New York and Chicago. 



